Grade 8 Reading/Language Arts Pacing Guides

Reading

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____1-37 (This information applies to the entire year)

Academic Vocabulary:

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources

Various standards will be utilized year-long.
State vocabulary from previous grade levels will be reviewed.
Note: GLE 0801.5.6 is missing
Note: GLE 0801.2.6/0801.2.7 – the SPI’s are backwards (reversed).

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week ____1______

Academic Vocabulary: enunciation, sidebar, footnotes, endnotes, derivation

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 1- Language
GLE 0801.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
0801.1.10 Use printed and electronic dictionaries, thesauruses, and glossaries to determine the pronunciation, spelling, and part of speech of words; to clarify meaning and improve understanding of words (including connotation and denotation); and to distinguish among contextually appropriate synonyms and definitions.
0801.1.11 Define and recognize word synonyms, antonyms, and homonyms.
0801.1.13 Use roots and affixes to determine the meaning of unfamiliar words, to clarify the meaning of familiar words, and to make connections with word families (e.g., suffixes such as –phobia and –ology).
0801.1.14 Continue to use previously learned strategies to distinguish among multi-meaning words and to determine the meaning of unfamiliar words.
0801.1.15 Use textual structure (e.g., examples of cause-effect and compare-contrast relationships) to determine the meaning of unfamiliar words or distinguish multi-meaning words in texts about concrete and abstract topics (e.g., after the harvest, we had an abundance of apples, and so we made apple pie, apple sauce, and apple juice).
0801.1.16 Recognize and appreciate cultural and regional differences signaled by word usage and vocabulary.
SPI 0801.1.16 Use context clues and/or knowledge of roots and affixes to determine the meaning of unfamiliar words.
SPI 0801.1.17 Choose the correct meaning/usage of a multi-meaning word by replacing the word in context with an appropriate synonym or antonym.
SPI 0801.1.18 Recognize the effect of stressed or unstressed syllable to aid in identifying the meaning of multiple meaning words.
SPI 0801.1.19 Recognize and use grade appropriate and/or content specific vocabulary.
Standard 2: Communication
GLE 0801.2.1 Demonstrate critical listening skills essential for comprehension, evaluation, problem solving, and task completion. / Multi-meaning word game
DEA Resources:
Commonly Confused Words Activity Sheet
Using Context Clues (3:31) with Related Materials
DEA Resources:
Types of Words (0:59) with Related Materials
DEA Resources:
Elements of Poetry (Meter) Activity
A Closer Look at Context Clues (02:33) with Related Materials
Negative Prefixes (03:22)
Positive Prefixes (05:03)
Root Words: Off to Italy (03:53) with Related Materials
Communication PowerPoint
I Have A Dream Speech
I Have A Dream Speech, Dr. Martin Luther King.mpg
Dr. Martin Luther King, Jr.

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week ____2______

Academic Vocabulary: rate, pitch

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 8-Literature
GLE 0801.8.1 Read and comprehend a variety of works from various forms of literature.
0801.8.1 Use previously learned strategies to comprehend informational texts (e.g., formulating questions before, during, and after reading; visualize, predict, identify the writer’s purpose).
0801.8.2 Sequence and identify the plot’s events, their causes, and the influence of each event on future actions.
0801.8.17 Identify and explain the development of stated or implied similar themes across two or more literary texts.
SPI 0801.8.5 Analyze the development of similar themes across two or more literary texts.
GLE 0801.8.2 Understand the characteristics of various literary genres (e.g., poetry, novel, biography, short story, essay, drama).
0801.8.15 Explain the purpose and use of structural elements particular to dramatic literature (e.g., scenes, acts, cast of characters, stage directions) in plays that are read or viewed.
GLE 0801.8.3 Recognize the conventions of various literary genres.
0801.8.12 Consider how forms and conventions within genres (e.g., poetry, drama, essays, short stories) affect meaning.
SPI 0801.8.4 Distinguish among different genres (e.g., poetry, drama, biography, novel) using their distinguishing characteristics. / PowerPoint:The Legend of Sleepy Hollow
DEA Resources:
Different Stories, Common Themes (05:32)
The Puritans in Seventeenth Century New ... (01:18)
Part One: Who Was Shakespeare? (Continue... (03:26)
Stories of Persecution (05:10)
Section C: Tragedy in the Middle Ages (01:52)
DEA Resources:
Persuasive Ideas (06:15)
Expository Writing (04:20)
The Real Great Gatsby (05:50)
Writing an Autobiography (07:02)
(Lesson Plan)
Understanding Genre (05:34)
A Journey Through Genre (07:35)
The Play's the Thing (06:56)

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____3______

Academic Vocabulary: mood, tone, sensory details

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 8-Literature
GLE 0801.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme.)
0801.8.3 Identify plot development techniques (e.g., foreshadowing, flashbacks) and explain their function in the text.
0801.8.4 Identify and describe characters’ (major/minor, antagonists and protagonists) features and relationships in literary texts.
0801.8.5 Identify and analyze moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.
0801.8.6 Differentiate between internal and external conflict.
0801.8.10 Identify how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).
0801.8.11 Analyze the narration and point of view (e.g., first person, third person, third-person limited, third-person omniscient) in literary texts.
0801.8.16 Identify and explain the theme of a literary text, distinguishing theme from topic.
0801.8.18 Distinguish among the types of literary plot conflicts (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology, person vs. society).
0801.8.21 Recognize and analyze biblical, classical, cultural, historical, and literary allusions.
0801.8.22 Explore the concept of allegory.
SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement.
SPI 0801.8.2 Identify and analyze the author’s point of view (i.e., first person, third person, third-person limited, third-person omniscient).
SPI 0801.8.3 Determine how a story changes if the point of view is changed.
SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).
SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone).
SPI 0801.8.10 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).
SPI 0801.8.11 Identify and analyze a literary character’s moral dilemma.
/ Bio Poem worksheet
Character Map worksheet
DEA Resources:
(Lesson Plan)
Parts of a Book (05:18) with Related Materials
Finding Information with Thomas Jefferso... (05:04)
Messages in the Medium (05:01)
A Group of British Boys Is Stranded on a... (03:13)
A Classroom Without a Master: The Two Tr... (03:39)
PowerPoint:The Legend of Sleepy Hollow
DEA Resources:
A Great Point of View (06:00)
(Lesson Plan)
You've Got Style (06:19)
When Fiction Inspires Change (08:28)
Stephen Crane: The Author of The Red Bad... (02:08)
Tone & Point of View Just the Facts: Und... (02:49)
Attitudes & Opinions (06:31)
Point-of-View: The Perspective of "... (01:57)
Crane's Portrayal of the Realities of Wa... (01:05)
Developing Character Through Courage (06:07)
(Lesson Plan)
The Emperor's New Clothes (09:48)
The Little Match Girl (08:18)
Maniac at the McNabs' House: Taking Dare... (04:33)
Complex Characters (08:02)
Henry's Second Day of Battle: A Suicide ... (03:40)
A Civil Rights Poem (06:29)
Mood and Sensory Images (06:20)
Act I, Scene III (05:17)
Let There Be Symbolism (08:58)
The Meaning of Invisible Man (07:35)
Imagery and Irony (09:16)
Developing Character Through Courage (06:07)
Daedalus and Icarus (06:17)
Jason and the Golden Fleece (07:14)
Perseus and Medusa (03:53)
Pandora's Box (04:43)
Maniac Finds a Home and Family (03:20)
DEA Resources:
Nana Tries to Clean Up Helene Angel's Wh... (01:40)
Act V, Scene I, Part Four: A Happy Endin... (02:18)

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____4 (continued from week 3)______

Academic Vocabulary:

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 8-Literature
GLE 0801.8.5 Identify and analyze common literary terms (e.g., personification, conflict, theme.)
0801.8.3 Identify plot development techniques (e.g., foreshadowing, flashbacks) and explain their function in the text.
0801.8.4 Identify and describe characters’ (major/minor, antagonists and protagonists) features and relationships in literary texts.
0801.8.5 Identify and analyze moral dilemmas in works of literature, as revealed by characters’ motivation and behavior.
0801.8.6 Differentiate between internal and external conflict.
0801.8.10 Identify how the author reveals character (e.g., what the author tells us, what the characters say about him or her, what the character does, what the character says, what the character thinks).
0801.8.11 Analyze the narration and point of view (e.g., first person, third person, third-person limited, third-person omniscient) in literary texts.
0801.8.16 Identify and explain the theme of a literary text, distinguishing theme from topic.
0801.8.18 Distinguish among the types of literary plo
conflicts (e.g., person vs. person, person vs. self, person vs. environment, person vs. technology, person vs. society).
0801.8.21 Recognize and analyze biblical, classical, cultural, historical, and literary allusions.
0801.8.22 Explore the concept of allegory.
SPI 0801.8.1 Demonstrate an understanding of the basic elements of plot: exposition, rising action, climax, falling action, resolution/denouement.
SPI 0801.8.2 Identify and analyze the author’s point of view (i.e., first person, third person, third-person limited, third-person omniscient).
SPI 0801.8.3 Determine how a story changes if the point of view is changed.
SPI 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks).
SPI 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone).
SPI 0801.8.10 Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).
SPI 0801.8.11 Identify and analyze a literary character’s moral dilemma.
/ Bio Poem worksheet
Character Map worksheet
DEA Resources:
(Lesson Plan)
Parts of a Book (05:18) with Related Materials
Finding Information with Thomas Jefferso... (05:04)
Messages in the Medium (05:01)
A Group of British Boys Is Stranded on a... (03:13)
A Classroom Without a Master: The Two Tr... (03:39)
PowerPoint:The Legend of Sleepy Hollow
DEA Resources:
A Great Point of View (06:00)
(Lesson Plan)
You've Got Style (06:19)
When Fiction Inspires Change (08:28)
Stephen Crane: The Author of The Red Bad... (02:08)
Tone & Point of View Just the Facts: Und... (02:49)
Attitudes & Opinions (06:31)
Point-of-View: The Perspective of "... (01:57)
Crane's Portrayal of the Realities of Wa... (01:05)
Developing Character Through Courage (06:07)
(Lesson Plan)
The Emperor's New Clothes (09:48)
The Little Match Girl (08:18)
Maniac at the McNabs' House: Taking Dare... (04:33)
Complex Characters (08:02)
Henry's Second Day of Battle: A Suicide ... (03:40)
A Civil Rights Poem (06:29)
Mood and Sensory Images (06:20)
Act I, Scene III (05:17)
Let There Be Symbolism (08:58)
The Meaning of Invisible Man (07:35)
Imagery and Irony (09:16)
Developing Character Through Courage (06:07)
Daedalus and Icarus (06:17)
Jason and the Golden Fleece (07:14)
Perseus and Medusa (03:53)
Pandora's Box (04:43)
Maniac Finds a Home and Family (03:20)
DEA Resources:
Nana Tries to Clean Up Helene Angel's Wh... (01:40)
Act V, Scene I, Part Four: A Happy Endin... (02:18)

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____5______

Academic Vocabulary:

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 2: Communication
GLE 0801.2.2 Distinguish among summaries, paraphrases, and critiques.
0801.2.3 Summarize information presented orally by others in which the main ideas may be explicitly or implicitly stated, including the purposes, major ideas, and supporting details or evidence.
0801.2.4 Paraphrase accurately ideas and information presented orally by others.
0801.2.5 Construct a summary and a paraphrase of a speech.
/ Communication PowerPoint

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____6______

Academic Vocabulary: facilitator

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 2: Communication
GLE 0801.2.7 Participate in work teams and group discussions.
0801.2.17 Employ presentation skills such as good eye contact, clear enunciation, effective speaking rate and volume, and natural gestures.
0801.2.18 Participate productively in self-directed work teams for a particular purpose (e.g., to interpret literature, solve a problem, make a decision) by adhering to the following:
Behavior of Individuals within the Group
Contribute appropriate and useful information and ideas that demonstrate a clear awareness of the context of the discussion and the goals of the group and are purposeful in moving the team toward its goal and contributing to the topic of group discussion.
Consult and reference texts or other resources as a source for ideas or to support ideas under the group discussion.
Ask primarily relevant questions that move the team toward its goals and contribute to the topic of discussion.
Gain the floor in orderly ways, taking turns when speaking and listening with civility to the ideas of others (without interrupting).
Summarize and paraphrase essential information in others’ input, and clarify points of agreement and disagreement.
Goals and Aims of the Group
Understand the purpose for working as a team and work according to that purpose.
Articulate the goals that have been provided for the team work and ask appropriate clarifying questions.
Identify task(s) needed to meet goal and purpose, and either meet assigned deadlines or set deadlines for completing each task.
Group Dynamics and Roles
Understand and meet responsibilities of various roles within the team, either assigned or determined by the group (e.g., reporter, recorder, information gatherer, leader).
Maintain collaboration by ensuring that all appropriate ideas and contributions are respectfully acknowledged and valued by the team and follow a prescribed for doing this (e.g., list every idea in a brainstorming session before criticism is allowed).
Come to agreement by seeking consensus or following the majority, depending on the ground rules for decision making.
SPI 0801.2.8 Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).
Standard 7- Media
GLE 0801.7.1 Analyze media for their ability to inform, persuade, and entertain.
0801.7.5 Demonstrate awareness of audience needs through choice of medium and through images, words, and sounds.
SPI 0801.7.3 Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).
/ I Have A Dream Speech
I Have A Dream Speech, Dr. Martin Luther King.mpg
PowerPoint:Propaganda

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____7______

Academic Vocabulary: bias

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 5: Logic
GLE 0801.5.4 Analyze written and oral communication for persuasive devices.
0801.5.11 Identify and analyze the persuasive devices used in written and oral communication (e.g., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).
0801.5.13 Analyze examples of concepts of stereotyping and bias in text.
SPI 0801.5.4 Identify examples of persuasive devices (i.e., bandwagon, loaded words, testimonial, name-calling, plain folks, snob appeal).
SPI 0801.5.8 Identify instances of bias and stereotyping in print and non-print texts. / Propaganda Technique Samples.ppt
PowerPoint:Propaganda
worksheet
DEA Resources:
Generalizations Persuasive Language (01:21)
Persuasive Ideas (06:15)
Swirling Persuasion (06:31) with Related Materials
Persuasive Speech (08:15)
Evaluating Media (08:02)
DEA Resources:
Types of Literary Characters Just the Fa... (2:52)
(Unit)
Listening for Common Ground (07:29)
Layers of Meaning (06:34)
You've Got Style (06:19)
Attitudes & Opinions (06:31)
A Great Point of View (06:00)

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____8______

Academic Vocabulary: inferring, inductive reasoning, deductive reasoning, allusion

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 5: Logic
GLE 0801.5.1 Use logic to make inferences and draw conclusions in a variety of oral and written contexts.
0801.5.1 Make logical predictions of future events in text.
SPI 0801.5.1 Recognize a reasonable prediction of future events of a given text.
SPI 0801.5.9 Make inferences and draw conclusions based on evidence in text.
GLE 0801.5.3 Distinguish between inductive and deductive reasoning.
0801.5.8 Identify and analyze examples of deductive and inductive reasoning in text.
0801.5.9 Identify and describe the structure of an argument, including its main claim and supporting premises.
SPI 0801.5.6 Identify an example of deductive or inductive reasoning in text. / Prediction PowerPoints:
A Secret For Two
Nightmare in Yellow
The Perfect Life
DEA Resources:
Literary Devices: It's Elementary (07:27)
Horoscopes (04:25)
The DR-TA: Step One: Clarifying Students... (01:31)
Previewing Skills (05:31) with Related Materials
Types of Clues for Predicting (00:38) with Related Materials
Using What We Know (05:07) with Related Materials
Inference and Drawing Conclusions (05:32)
Synthesizing Statistics (07:56)
Reader's Response (08:09)
Character Development(05:02) with Related Materials
Character Traits (05:04) with Related Materials
DEA Resources:
Implicit and Explicit (05:33)
Asking Questions & Seeking Answers (06:48)
Drawing Conclusions and Making Connectio... (04:01)

Grade __8__ Reading/Language Arts Pacing Guides

Instructional Week _____9______

Academic Vocabulary:

Grade Level Expectations/Checks for Understanding/State Performance Indicators / Resources
Standard 6- Informational Text
GLE 0801.6.1 Comprehend and summarize the main ideas and supporting details of informational texts.
0801.6.1 Use previously learned strategies to comprehend informational texts (e.g., formulating questions before, during, and after reading; visualize, predict, identify the writer’s purpose).
0801.6.2 Identify/infer the stated or implied main idea of an informational text and identify the details supporting it.
0801.6.3 Recognize clear, but subtly stated relationships among ideas (e.g., cause-effect, comparative, sequential) in informational texts.
0801.6.4 Make inferences and draw conclusions.
0801.6.5 Summarize succinctly the main idea and supporting details (presented as text and/or visuals) in informational texts.
0801.6.6 Summarize, paraphrase, and critique texts (informational and literary).
SPI 0801.6.1 Formulate appropriate questions before, during, and after reading.
SPI 0801.6.2 Identify the main idea and supporting details in text.
/ Reading Comprehension
Lost Headings Worksheet
Summarizing a Story Worksheet
Newspaper titles
Inference website
PowerPoint: Making Inferences
Informational Text Features
Create a Brochure for Your School
DEA Resources:
Scaffolding the DR-TA with Supporting Ac... (01:56)
Listen Actively in Class(03:00) with Related Materials
Using Your Textbook (02:24) with Related Materials
Context Clues (07:29)
The DR-TA: Step One: Clarifying Students... (01:31)
DEA Resources:
Writing: The Big Idea (05:05)
Main Idea: Pyramid Plunder (02:14)
Asking Questions & Seeking Answers (06:48)
Part One: Classroom Preparation (03:48) with Related Materials
Using Your Class Notes (01:06) with Related Materials

Grade __8__ Reading/Language Arts Pacing Guides